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Article: Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations

TitleTeacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations
Authors
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/08870446.asp
Citation
Psychology And Health, 2009, v. 24 n. 6, p. 689-711 How to Cite?
AbstractAn extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts. © 2009 Taylor & Francis.
Persistent Identifierhttp://hdl.handle.net/10722/161354
ISSN
2015 Impact Factor: 1.983
2015 SCImago Journal Rankings: 0.960
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHagger, Men_US
dc.contributor.authorChatzisarantis, NLDen_US
dc.contributor.authorHein, Ven_US
dc.contributor.authorSoós, Ien_US
dc.contributor.authorKarsai, Ien_US
dc.contributor.authorLintunen, Ten_US
dc.contributor.authorLeemans, Sen_US
dc.date.accessioned2012-08-24T08:30:51Z-
dc.date.available2012-08-24T08:30:51Z-
dc.date.issued2009en_US
dc.identifier.citationPsychology And Health, 2009, v. 24 n. 6, p. 689-711en_US
dc.identifier.issn0887-0446en_US
dc.identifier.urihttp://hdl.handle.net/10722/161354-
dc.description.abstractAn extended trans-contextual model of motivation for health-related physical activity was tested in samples from four nations. The model proposes a motivational sequence in which perceived autonomy support from teachers in a physical education (PE) context and from peers and parents in a leisure-time physical activity context predict autonomous motivation, intentions and physical activity behaviour in a leisure-time context. A three-wave prospective correlational design was employed. High-school pupils from Britain, Estonia, Finland and Hungary completed measures of perceived autonomy support from PE teachers, autonomous motivation in both contexts, perceived autonomy support from peers and parents, attitudes, subjective norms, perceived behavioural control and intentions from the Theory of Planned Behaviour (TPB), and measures of behaviour and past behaviour in a leisure-time context. Path-analyses controlling for past behaviour supported trans-contextual model hypotheses across all samples. Effects of perceived autonomy support from peers and parents on leisure-time autonomous motivation were small and inconsistent, while effects on TPB variables were stronger. There was a unique effect of perceived autonomy support from PE teachers on leisure-time autonomous motivation. Findings support the model, which provides an explanation of the processes by which perceived autonomy support from different sources affects health-related physical activity motivation across these contexts. © 2009 Taylor & Francis.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/08870446.aspen_US
dc.relation.ispartofPsychology and Healthen_US
dc.subject.meshAdolescenten_US
dc.subject.meshCross-Cultural Comparisonen_US
dc.subject.meshEuropeen_US
dc.subject.meshFacultyen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshLeisure Activitiesen_US
dc.subject.meshMaleen_US
dc.subject.meshModels, Theoreticalen_US
dc.subject.meshMotivationen_US
dc.subject.meshParentsen_US
dc.subject.meshPeer Groupen_US
dc.subject.meshPersonal Autonomyen_US
dc.subject.meshPhysical Education And Trainingen_US
dc.subject.meshProspective Studiesen_US
dc.subject.meshQuestionnairesen_US
dc.titleTeacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nationsen_US
dc.typeArticleen_US
dc.identifier.emailHagger, M:martin.hagger@nottingham.ac.uken_US
dc.identifier.authorityHagger, M=rp01644en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/08870440801956192en_US
dc.identifier.pmid20205021en_US
dc.identifier.scopuseid_2-s2.0-70449502973en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70449502973&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume24en_US
dc.identifier.issue6en_US
dc.identifier.spage689en_US
dc.identifier.epage711en_US
dc.identifier.isiWOS:000267602700007-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridHagger, M=6602134841en_US
dc.identifier.scopusauthoridChatzisarantis, NLD=6602156578en_US
dc.identifier.scopusauthoridHein, V=6603362315en_US
dc.identifier.scopusauthoridSoós, I=9132381800en_US
dc.identifier.scopusauthoridKarsai, I=8440501000en_US
dc.identifier.scopusauthoridLintunen, T=6602323322en_US
dc.identifier.scopusauthoridLeemans, S=36106212000en_US
dc.identifier.citeulike5629813-

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